Making Sense of Secondary Science: Research into children’s ideas
Rosalind Driver, Peter Rushworth, Ann Squires, Valerie Wood-Robinson
Routledge, Nov 2, 2005 - Education - 448 pages
When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts.
Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections:
* life and living processes
Full bibliographies in each section allow interested readers to pursue the themes further.
Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.
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The atmosphere of learning willnot be that of the 'ordered classroom' with pupils
working silently; nor will pupils be engaged inpractical 'doing'all ofthetime.
Animated talk and argument are likely to be the hallmark of fruitful
Learners need to be given access not only to physical experiences but also to the
concepts and models of conventional science. The challenge for teachers lies in
helping learners to construct these modelsfor themselves, to appreciate their ...
Teaching fromthis perspective isalso a learning process: a characteristic ofa
teacher working with children's ideas inmindis the ability tolisten to thesense that
learners are makingoftheir learning experiences and to respondin wayswhich ...
Various possibilities exist and learning science might therefore involve:
Developing existing ideas.For example, from 'guitar strings and cymbals vibrateto
make sounds' (where the vibrations areobvious) to'the air in asimple whistle
vibrates to ...
The term 'progression' is applied to something that happens inside a learner's
head: thinking about experiences and ideas, children developtheir ideas.
Someaspectsofthis learning may happen quite quickly and easily, whereas other
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Making Sense of Secondary Science: Support Materials for Teachers
Limited preview - 1994